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Table 12 Collaboration practices and perceptions of impact: means, standard deviations and significance of difference

From: How do teachers collaborate in Hungarian VET schools? A quantitative study of forms, perceptions of impact and related individual and organisational factors

  Collaboration practice Perception of impact Difference
n M SD n M SD p Cohen's d
Observe my colleagues' classes to learn from them 293 2.54 0.89 286 2.71 0.93 .000 0.32
Observe my colleagues' classes in order to provide feedback 291 2.32 0.96 283 2.39 1.00 .010 0.16
Engage in joint activities in a class (e.g. co-teaching) or across different classes and age groups (e.g. organizing projects) with my colleagues 293 2.47 1.06 288 2.56 1.06 .007 0.16
Exchange teaching materials with my colleagues 293 2.98 0.89 287 3.00 0.92 .002 0.18
Engage in discussions with my colleagues about the learning development of specific students 295 3.31 0.70 287 3.24 0.74 .600 0.03
Carry out joint research with my colleagues. aimed at improving teaching practice 292 2.12 0.94 284 2.19 0.99 .003 0.18
Discuss with my colleagues what and how we are learning 294 2.82 0.90 287 2.82 0.93 .778 0.02